MYP 2 - Text as Image Task 4
Evaluating
Students are asked to evaluate their work and their development as artists. They will describe their work using formal qualities and reflect on the inquiry process.
Inquiry- Establishing the purpose of the unit
Key Concept - Aesthetics
Related Concept - Genre, Expression
Global Context - Personal and Cultural Expression. Focus: Artistry, craft, creation, beauty
Statement of Inquiry :
Understanding colour and movement helps us understand expression.
Inquiry Questions
Factual - What is aesthetics? How do we describe art? What is genre? What techniques do artists use to express movement? Why do artists use colour theory?
Conceptual - Observing the elements of art helps us understand the artist's ideas and intentions.
Debatable - Colour and Movement can have a deeper meaning in an artwork than in a photograph.
Task
Students analyse their artwork and evaluate the work using formal qualities, justifying their decisions through evidence in their process journals. (Di)
Students describe their development of art skills and ideas- with a focus on colour theory.
Students connect the big ideas in the unit. This is either written or presented.
(Dii)
Task 4
Dear Students,
This task focuses on criterion D. Take a look at the criteria and the guiding questions.
Di. appraise their own artwork or performance
Dii. reflect on their development as an artist.
Task
- Describe and analyse your completed artwork using the elements of art and big ideas in the unit.
- Write a final reflection considering the task aims and reflect on your artistic development.
Guiding Questions
Di. appraise their own artwork or performance
How can you describe your art?
What elements of art do you see in your own work?
Can you list them and describe them?
How did you use the elements of art in stages in your process journal while developing work toward a final artwork?
Dii. reflect on their development as an artist.
Considering Personal Artistic Development
How does your artwork connect to the artist you have researched?
How do you express ideas in your art?
Do you think the work was successful? Why or why not? What would you do differently?
What are your current strengths as an artist (which task did you do well at? and why?)
What skills did you learn in this unit, and how well do you think you mastered those skills?
Command Term Clarification
Describe
What was the process? How do your ideas connect back to the concepts and context of the unit?
| MYP Criteria | Specifications | 0 | 1–2 | 3–4 | 5–6 | 7–8 |
|---|---|---|---|---|---|---|
| D.i. Appraise their own artwork. | Students analyse and evaluate their final artwork using formal qualities and reflecting on artistic choices. | The student does not reach a standard described by any of the descriptors below. | The student makes limited appraisal of their artwork with minimal reference to formal qualities or artistic choices. | The student makes a satisfactory appraisal of their artwork, describing some formal qualities and choices. | The student makes an effective appraisal of their artwork, discussing formal qualities and artistic choices. | The student makes a consistently insightful appraisal of their artwork, analysing formal qualities and clearly explaining artistic choices. |
| D.ii. Reflect on their development as an artist. | Students reflect on their artistic growth throughout the unit and in general as artists. identifying improvements, challenges, strengths and weaknesses. | The student does not reach a standard described by any of the descriptors below. | The student provides limited reflection on their development as an artist. | The student provides a satisfactory reflection on their development as an artist. | The student provides an effective reflection that identifies strengths, challenges, and progress. | The student provides a thoughtful and comprehensive reflection that clearly analyses their artistic growth and sets meaningful goals for improvement. |
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